Healing of Boys and Men of Color Training Curricula
The Healing of Boys and Men of Color Training Curricula supports victim service providers in understanding and implementing a holistic healing framework for Boys and Men of Color. The series has three core modules: Trauma 101; Historical Trauma; and Strengths-Based Policy Development. Additionally, each module has a corresponding Trainer’s Guide with additional resources, activities, and guidance on using the curricula.
Trauma 101-Men of Color Anatomy of Healing: The Trauma 101 curriculum is meant to provide a basic overview of trauma and its causes for those without prior education on the topic. It is meant to create discussion on the trauma and victimization of boys and men of color and ways to better serve them. The goal is to get people to talk about trauma, victimization, and healing without debating right or wrong or focusing on how the problem is perpetuated.
Historical Trauma: The Historical Trauma curriculum provides an overview of historical trauma, ways we experience trauma, and how socioeconomic factors play a significant role in communities of color, specifically boys and men of color. The purpose is to create an understanding as to why boys and men of color may feel more pressure, or feel more anger or frustration but not know why due to these circumstances with the intent helping men move forward by being able to name the problem, and how trauma impacts an individual as creates barriers to services for boys and men of color within institutions. It also seeks to provide an understanding of how institutions can re-traumatize people through limited service, stringent requirements, or functions that benefit the institution rather than the individual. It concludes with ways to make institutional change and ways to promote healing.
Strength-Based Policy Development: The Strengths-Based Policy Development curriculum is meant to shift thinking from deficit-based programming to strengths-based programming when serving boys and men of color. Practitioners working with boys and men of color are often looking to offer services that address identified needs, and in that manner, they identify gaps in skills, knowledge, or capacity that they seek to fill. When we start from a strengths-based approach, instead, practitioners identify skill, knowledge, or capacity in the person they’re serving, as opposed to the person’s deficits, and in doing so, works with the individual to build upon their strengths.